problem solver rich internet stream quick video conferencing / skype
COLLABORATIVE CLASSROOM
Thinking, planning interaction of materials learner, teacher, real world relevant tasks, value student experience
However, collaborative teachers also value and build upon the knowledge, personal experiences, language, strategies, and culture that students bring to the learning situation.
In contrast, the metaphor for collaborative classrooms is shared knowledge. The teacher has vital knowledge about content, skills, and instruction, and still provides that information to students.
multiple ideas about causes, implications, and potential solutions. Collaborative teachers differ in that they invite students to set specific goals within the framework of what is being taught, provide options for activities and assignments that capture different student interests and goals, and encourage students to assess what they learn.
Examples of rules are giving all members a chance to participate, valuing others' comments, and arguing against (or for) ideas rather than people. Examples of group functions are: asking for information, clarifying, summarizing, encouraging, and relieving tension.
As I move in the direction of a more collaborative classroom, I will see students asking me less what their grade is because they are tracking their progress on their own more and assessing their own and each other's. Students should be able to use blogs etc. to give feedback to each other. They will look less to me to provide the right answers to questions I have created will more often discover their own questions or problems and a number of possible answers or solutions to explore. Students will work more often in groups on projects which could not be done individually for which each person has specific tasks. These tasks, when possible, should fit their individual talents. Students should work with different students throughout the year and not just with those they already know well. I should be able to use technology such as email and wikis to collaborate more efficiently and more often with students than I do now including during non-school hours. Students up and moving around in various stations, teaching their peers, listening and reflecting on their classmates' ideas.
problem solver rich internet stream quick video conferencing / skype
COLLABORATIVE CLASSROOM
Thinking, planning interaction of materials learner, teacher, real world relevant tasks, value student experience
However, collaborative teachers also value and build upon the knowledge, personal experiences, language, strategies, and culture that students bring to the learning situation.
In contrast, the metaphor for collaborative classrooms is shared knowledge. The teacher has vital knowledge about content, skills, and instruction, and still provides that information to students.
multiple ideas about causes, implications, and potential solutions. Collaborative teachers differ in that they invite students to set specific goals within the framework of what is being taught, provide options for activities and assignments that capture different student interests and goals, and encourage students to assess what they learn.
Examples of rules are giving all members a chance to participate, valuing others' comments, and arguing against (or for) ideas rather than people. Examples of group functions are: asking for information, clarifying, summarizing, encouraging, and relieving tension.
As I move in the direction of a more collaborative classroom, I will see students asking me less what their grade is because they are tracking their progress on their own more and assessing their own and each other's. Students should be able to use blogs etc. to give feedback to each other. They will look less to me to provide the right answers to questions I have created will more often discover their own questions or problems and a number of possible answers or solutions to explore. Students will work more often in groups on projects which could not be done individually for which each person has specific tasks. These tasks, when possible, should fit their individual talents. Students should work with different students throughout the year and not just with those they already know well. I should be able to use technology such as email and wikis to collaborate more efficiently and more often with students than I do now including during non-school hours. Students up and moving around in various stations, teaching their peers, listening and reflecting on their classmates' ideas.